Talk about the theory of talent - innate and acquired

In my opinion, at the microscopic level, all talents are acquired.

There is no one who is born with some kind of talent.

All of them are formed in the subsequent life trajectory, intentionally or unintentionally, and talents are formed.

But many people already have talents in infancy, in childhood, in adolescence, in the period when their thinking is not perfect, and their rational ability is still obscured, which I call innate talent. (Although it's not really born.) ）

And after the maturity of the mind, the perception of life, logical analysis and derivation, the talent obtained, I call the acquired talent.

……

Both are extremely difficult for students.

Acquired talents cannot be mastered by themselves during the student period, because the thinking is immature and the ability is still in the obscurantist period. At this time, those who can deduce their acquired talents on their own can only have innate talents first.

This becomes a dead knot.

Innate gifts cannot be cultivated by education (contingency is so great that we can only increase probability, but not guarantee). Without innate talent, acquired talent cannot be derived on its own.

Therefore, I think that in high school and below, acquired talents are not possible to obtain on their own, and innate talents are accidental and probability.

But the acquired talent can be taught and cultivated by the adults who have already mastered, the teacher, which is very demanding for the teacher, but it can be done, and I am sure that I have entered this field myself.

This kind of cultivation, not teaching knowledge, but methodology, adapting to the three views belongs to metaphysics.

My son was my first validation work, and slowly there will be more validations, and now it's getting started.

Going back to what exactly is innate talent, why does education not ensure the cultivation of innate talent?

In fact, innate talent and acquired talent are essentially the same, both are methodologies, three views.

The difference is that by the time when my mind is not yet mature and the mind is still chaotic, it has spontaneously practiced and become accustomed to the correct methodology because of accidental factors, so that its ability runs before reason and wisdom.

Although I don't understand it yet, but I have already met the correct path, my ability will be extraordinary, and because of the first-mover advantage, the accumulation is particularly strong.

Why can't it be taught, because this fashion is obscured, you talk about the methodology to a 3-year-old child, no matter how clever it is, how in-depth and simple, he has no ability to understand, even if he listens very carefully, he can only listen to it like a head paste.

But he can inadvertently conform to the methodology because of chance, and keep it until he is adolescence, and his intellect is germinated, so that he can understand that he is called talent, (there are many things to do right, but he may not be able to figure out why. ）

For example, innate talent, like an adult with wisdom through rebirth, specific knowledge is forgotten, but as long as the wisdom is not forgotten, it is born with a methodology.

But the rebirth does not exist in reality, so this matter cannot be replicated, it can only be relied on chance, and the most important thing is the initial spiritual germination.

However, education can improve the probability of this, prenatal education, early education, various early childhood education theories, to a large extent, to improve this probability.

My definition of acquired talent is methodology + true confidence.

This can be cultivated with certainty, (although there is also a probability of not being able to educate, but more is not only the problem of the student itself but involves the family and the environment, only as far as the student is concerned, as long as he can be taught, I think this success probability can reach more than 90%, which is compared with the congenital small, absolutely can be regarded as a certain thing, no longer accidental. ）

The requirements for students are very low, but the requirements for teachers are relatively high.

The basic context is as above.